Literacy narratives across the curriculum

Abstract:

This thesis proposes expanding the locations where literacy narratives are currently used as readings and as writing assignments and considering broad conceptions of the types and uses of literacy narratives read in classrooms. In particular, this thesis asserts the value of expanding the literacy narratives read beyond the current canonical texts and of locating literacy narratives not only in composition but in three other university settings: first-year seminars, introductory courses to the major, and Writing in the Disciplines courses. Within these settings, literacy narratives can be used to help students develop identities as university students and as professionals within their disciplines. Using the language and theories of New Literacy Studies, a pedagogical framework is proposed for teaching literacy narratives across the disciplines. This framework is then applied to three literacy narratives written by professionals from diverse disciplines, demonstrating the usefulness of this tool for teachers assigning literacy narratives to be read or written within their classes.

Description:

Graduation date: 2012

Advisor:Tolar Burton, Vicki

Keyword:Literacy NarrativesNew Literacy StudiesWriting in the DisciplinesWriting Across the CurriculumWritingProfessional IdentityFirst Year SeminarsIntroductory Courses to the MajorLiteracyWIDWAC